List of Figures

Figure 2.1 A working model for professional development.
Figure 4.1 The killer whale sign “Welcome–Alert Bay-Gilakas’la” greets visitors arriving in ‘Yalis, Cormorant Island at the ferry dock.
Figure 4.2 Memorial poles in the ‘Yalis cemetery.
Figure 4.3 Fishing boats anchored in the ‘Yalis harbor.
Figure 4.4 View of Alert Bay cannery with fishing boats the Sasu, the President, and the J.R.D. alongside pier, 1923.
Figure 4.5 St. Michael’s Indian Residential School entrance, with two students on the driveway, Alert Bay, British Columbia.
Figure 5.1 Dan’s barnacles at high and low tide.
Figure 5.2 Language and culture teachers, Ada (Vera) Newman and her mother Antie Ethel Alfred.
Figure 5.3 “The seashore is a happy song.”
Figure 5.4 “The seashore is a bracelet.”
Figure 5.5 “The seashore is a neighborhood.”
Figure 5.6 “Fishing on a seiner with my dad.”
Figure 6.1 Front of ‘Namgis Big House, Alert Bay.
Figure 6.2 ‘Salmon Twin Dancers’ in Kwakiutl Bighouse.
Figure 6.3 Mark Isaac, Hoylikala Dancer, Alert Bay Bighouse.
Figure 6.4 Traditional Kwakwa̱ka̱ʼwakw dances are performed by the Tʼsasała Dance group.
Figure 6.5 U’mista Cultural Centre entrance.
Figure 6.6 U’mista Cultural Centre [back of building].
Figure 7.1 Gray whale skeleton on display in the common area of EMCS.
Figure 7.2 Totem pole carved for the entrance to EMCS by T’Sou-ke Master Carver Fred Peters (1996).
Figure 7.3 Carved bench for students outside EMCS by T’Sou-ke Master Carver Fred Peters (1996).
Figure 7.4 First Nations halibut fishing rig replication using traditional materials.
Figure 7.5 Herring spawn culture
Figure 7.6 Petroglyph of seal or sea lion at East Sooke Park.
Figure 7.7 Two quadrats (1m x 1m and 0.5m x 0.5m) used for student sampling in the intertidal zone.
Figure 7.8 Students using a 1m x 1m quadrat to explore intertidal life on Whiffin Spit near Sooke.
Figure 7.9 Small plankton net.
Figure 7.10 Copepod caught in plankton net as viewed with a microscope.
Figure 7.11 Students working along an intertidal transect.
Figure 7.12 Student scores for the “Coastal Knowledge Survey.”
Figure 7.13 An example of rocky intertidal zonation.
Figure 7.14 Average topic scores of responses on the pre-instructional “Coastal Opinions” surveys.
Figure 7.15 Student scores for the “Coastal Knowledge Survey.”
Figure 7.16 Average topic scores of responses on the pre- and post-instructional “Coastal Opinions” surveys.
Figure 9.1 SWETÁLIYE Marie Cooper.
Figure 9.2 STOLȻEȽ John Elliott Sr. demonstrates how to make a cedar root basket.
Figure 9.3 XETXÁṮTEN Earl Claxton Jr. shares the story of ȽÁU,WELṈEW̱.
Figure 9.4 The Saanich Year (1993), back cover.
Figure 9.5 Saltwater People, front cover.
Figure 9.6 Ray Sam (sitting) and Earl Claxton Jr. tell stories about ȾIX̱EṈ (on Tsawout First Nation).
Figure 9.7 SWEȾ,TISIYE May Sam shares her knowledge of how to make clam necklaces to student Tiffany Joseph.
Figure 9.8 ȾIKEL – Diploma of Indigenous Language Revitalization program students participate in a wetland restoration project.
Figure 9.9 XEMŦOLTW̱ Nick Claxton working at a SX̱ELE,IȽĆ (Pacific Willow restoration site).
Figure 9.10 STOLȻEȽ John Elliott Sr. demonstrates to students how to twine willow fibres.
Figure 9.11 Students and kayak guides at W̱EN,NÁ,NEĆ.
Figure 9.12 After a productive day’s work, students sit beside the fire as salmon and clams cook.


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Knowing Home: Braiding Indigenous Science with Western Science, Book 2 Copyright © 2018 by Gloria Snively and Wanosts'a7 Lorna Williams is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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